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Monday, November 23 • 10:00am - 10:50am
Social and Emotional Barriers to Learning

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Our presentation will overview the 9 key social and emotional barriers that can be broken down into three categories.

The first set are contextual, and they look at a student’s feelings toward the school environment and their relationships within it.

Having such a large standardization population allows schools to gather very powerful insights using the PASS data. Take factor 1 feelings about school for example. It measures whether students enjoy being in the school environment and whether they find school to be a friendly, inviting, and safe place. Low scores in this factor can indicate poor school climate, or feelings of social exclusion and most commonly correlates with bullying.

We measure attitudes toward teachers. This is a measure of the relationships with the adults in the buildings, whether that is a child's classroom teacher, a member of the cafeteria staff, etc. This factor indicates whether or not students feel they have a champion in the adults at their school.

If we look at factor 8 attitudes to attendance, which measures students’ perceptions as to the importance of attending school every day. A low score for middle and high school students correlates directly with poor attendance within the next 12 months. This information allows schools to be proactive in their approach to improving attendance rather than only focusing on kids once they have fallen off track.

The second group looks at a child's self-efficacy. Self-efficacy has been found to have a large influence on academic achievement because it influences their cognition, motivation, emotions, and use of learning strategies. Low self-efficacy often results in students avoiding tasks, having lowered aspirations, and poor commitment towards goals, leading to lower academic outcomes, even if children are academically capable.

We have broken self-efficacy down into 4 parts:
Perceived learning capability – measures how capable students feel in their abilities in the present moment. This factor offers a snapshot of whether students find the everyday aspects of learning to be enjoyable, positive, and attainable. - “do they have a love of learning’. We find that a low score often correlates with a recent transition at home or in school.

Preparedness for learning - measures how effective a student feels regarding their self-regulation and learning skills – ‘does the child have the skills they need to be successful in the classroom, such as reading skills, concentration skills, and study skills. Of all the factors, this factor correlates most closely with behavioral difficulties in the classroom. This is because students who do not know how to learn effectively often choose to engage in disruption to avoid the pain of attempting tasks at which they feel inept.

Confidence in learning - measures a student’s ability to persevere when faced with challenge. It focuses on students’ perseverance, grit, and resilience, as well as whether they have a growth mindset.

Self-regard – this is the foundation of the self-efficacy factors. It measures students’ self-esteem and long-term perception of their ability to achieve academically. A low PASS score in Self-Regard demonstrates that students have a solidified belief in their inadequacy as a learner.

The final group builds on this by giving you an insight into student motivation. Here we assess how motivated a student is in school and in life.

General Work Ethic - measures students’ broad motivation to succeed in school and life. It specifically examines whether students feel their school is invested in helping them personally to improve their lives now and in the future. – ‘do they see the point in school’

Response to Curriculum Demands - measures school-based motivation. This factor evaluates how motivated the learner is to undertake and complete tasks set within the curriculum – ‘are they engaged by the curriculum and instruction being offered’ ‘do they see the benefit of the work being set’

avatar for Kate Kotsko

Kate Kotsko

Educational Consultant at PASS, Boardworks
Hi my name is Kate Kotsko, and I am an Educational Consultant with PASS. Prior to joining the PASS team, I was a teacher and instructional coach. I began my career in education back in 2009, when I did the Teach For America program in Charlotte, NC. I eventually made my way up to... Read More →

Monday November 23, 2020 10:00am - 10:50am EST